Alan K. Goodboy

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

A live lecture experiment was conducted where teacher confirmation was manipulated (i.e., not confirming, somewhat confirming, confirming) across three college courses. After the lecture, students completed a post test assessing positive (i.e., student communication motives, student participation) and negative (i.e., challenge behaviors) communication behaviors they might engage in while taking a course with this instructor. Additionally, students reported on traditional learning outcomes (i.e., cognitive learning, affective learning, state motivation, student satisfaction) resulting from the lecture manipulation. Collectively, results indicated that teacher confirmation resulted in (a) more student communication for the relational, functional, and participatory motives and less communication for the excuse-making motive, (b) more student participation, (c) less challenge behavior, and (d) greater cognitive learning, affective learning, state motivation, and satisfaction.

The Development and Validation of the Student Communication Satisfaction Scale

Four studies (N = 639) were conducted to develop and validate a global measure of student communication satisfaction with an instructor. In study one, participants were 155 students who reported on an instructor from their smallest class during the semester. Participants completed the Student Communication Satisfaction Scale (SCSS), the Interpersonal Communication Satisfaction Inventory, and the Conversational Appropriateness Scale. Results indicated that the SCSS is unidimensional, has initial concurrent validity, and is internally reliable. In study two, participants were 161 students who completed the SCSS, Attributional Confidence Scale, Revised Affective Learning Measure, and Student Motives for Communicating Scale in an attempt to establish additional concurrent validity. The SCSS was correlated positively with attributional confidence for the instructor, affect for the course and instructor, and the relational, functional, participatory, and sycophancy motives, while excuse-making was correlated negatively with communication satisfaction. Additionally, results of a confirmatory factor analysis yielded a single-factor solution. In study three, a confirmatory factor analysis of the scale using another sample (N=165) yielded a single-factor solution. In study four (N=158), discriminant validity was established as the SCSS loaded on a separate factor than the ICSI and was correlated positively with a host of instructional outcomes, student communication behavior, and perceived instructor communication.

College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes

The purpose of this study was to examine a theoretical model of the relationship between teacher misbehaviors and both student communication behavior (i.e., student resistance, student participation) and learning outcomes (i.e., cognitive learning, affective learning, state motivation, communication satisfaction). Participants were 343 students who reported on their instructors behavior in addition to their own classroom behavior and learning. Results of structural equation modeling suggest that teacher misbehaviors are related (a) directly and indirectly with teacher-owned and student-owned resistance strategies, state motivation, and student communication satisfaction, and (b) indirectly with student participation and cognitive learning. Indirect paths were mediated by affective learning.

Instructional Dissent in the College Classroom

The purpose of this study was to (a) identify perceived triggering agents of student dissent in the college classroom, (b) determine common target receivers of dissent, and (c) reveal the types of dissent that students enact based on their intentional motives and construction of message content. Participants were 123 undergraduate students who completed a survey and provided multiple written narratives in response to open-ended questions. Results of a content analysis revealed that (a) common perceived triggering agents of dissent included (in rank order) unfair testing/assignments, unfair grading, and teaching style, followed by instructor offensiveness, policy, violating syllabus, instructor indolence, lack of feedback, and group members slacking; (b) target receivers of dissent were primarily the class professor, classmates, friends, and family members, among others; and (c) students engaged in three types of dissent including expressive dissent (i.e., to vent their feelings and frustrations), rhetorical dissent (i.e., to attempt to correct a perceived wrongdoing by the instructor), and vengeful dissent (i.e., to retaliate and ruin the reputation of an instructor).

The Development and Validation of the Instructional Dissent Scale

Two studies (N = 420) were conducted to develop and validate the instructional dissent scale (IDS) for use in the college classroom. Participants in study 1 were 210 students who completed the IDS pilot inventory which was subjected to an exploratory factor analysis yielding three distinct factors of dissent (i.e., expressive, rhetorical, vengeful). Concurrent validity support was provided as perceived teacher misbehaviors were associated positively with students’ likelihood of engaging in dissent and students reported fewer learning outcomes when they dissented. Participants in study 2 were from a different sample of 210 students who completed the IDS along with measures of classroom justice and student challenge behavior. A confirmatory factor analysis provided support for the hypothesized item loadings confirming an expected three-factor solution. Additional concurrent and discriminant validity support were provided as scores on the IDS were associated inversely with perceived classroom justice and associated positively with student challenge behavior. Collectively, the results from both studies suggest that the IDS is a reliable and valid self-report measure of student dissent.

The Relation Between Teacher Self-Disclosure and Student Motives to Communicate

Teacher behaviors have an impact on student engagement. This study examined the relation between teacher self-disclosure and student motives to communicate in the classroom. Three dimensions of teacher self-disclosure were studied: amount, relevance, and negativity. Results indicated that (a) the teacher self-disclosure dimension of negativity was related to the relational, participatory, excuse-making, and sycophancy motives; and (b) the amount and relevance dimensions of teacher self-disclosure were related to the functional and participatory motives.

Is Basic Personality Related to Violent and Non-Violent Video Game Play and Preferences?

Based on the uses and gratifications perspective, personality was expected to relate to violent video game play frequency and game preferences. Participants completed measures of personality and frequency of violent video game play, and identified their most frequently played video games. Results indicate that individuals higher in openness but lower in agreeableness played violent video games more frequently. In addition, more open and extroverted but less agreeable and neurotic individuals generally preferred to play video games that are more violent. Results suggest personality may be more predictive of violent video game use than traditional media use, though the predictive personality dimensions may be consistent across media types.

Maintaining Relationships on Facebook: Associations with Uncertainty, Jealousy, and Satisfaction

Existing research suggests that social networking sites (SNSs) allow romantic partners to maintain their relationships online. This study examined how relational maintenance behaviors associated with Facebook (FB) use were predicted by satisfaction, uncertainty, and FB jealousy. A survey was conducted sampling 281 undergraduates in a romantic relationship where both partners were active users of FB. The results revealed that when partners (a) perceived mutual and definitional uncertainty in their relationship they used more FB monitoring to maintain their relationship; (b) when partners reported future and definitional certainty they used more FB assurances and openness; (c) when partners experienced FB jealousy they used more FB positivity, openness, assurances, and monitoring; and (d) when partners were satisfied they used more FB positivity and assurances.

The personality profile of a cyberbully: examining the Dark Triad

The present study examined the relationships between the Dark Triad personality traits and self-reported cyberbullying behaviors. College students (N = 227) completed a questionnaire and reported on their trait Machiavellianism, psychopathy, and narcissism, and the degree to which they cyberbullied (i.e., both visual and text based bullying) others in the past year. Correlations revealed that all three Dark Triad traits were related positively with cyberbullying. However, multiple regression analysis revealed that of the three Dark Triad traits, psychopathy emerged as the unique predictor of cyberbullying. These findings reinforce extant research suggesting that personality traits are important predictors of computer-mediated behavior.

Behavioral Indicators of Transformational Leadership in the College Classroom

The purpose of this study was to identify which instructor communication behaviors students believe promote transformational leadership (i.e., charisma, individualized consideration, and intellectual stimulation) in the college classroom. Participants were 166 undergraduate students who wrote three narratives describing behaviors their instructors engaged in that created perceptions of transformational leadership according to Basss (1985) operationalization. Results of a content analysis (in rank order for each dimension) revealed that (a) charisma was communicated through teacher confirmation, nonverbal immediacy, humor, caring, availability, content relevance, verbal immediacy, attitude homophily, equality, and self-disclosure; (b) individualized consideration was communicated through teacher availability, individualized feedback, verbal immediacy, personalized content, conveying interest, special considerations, student history, and encouraging participation; and (c) intellectual stimulation was communicated through teaching style, challenging students, independent thought, classroom participation, humor, and content relevance.